Assessing students with dyslexia and other reading difficulties through multiple diagnostic assessments

This article aims to assist practitioners in understanding dyslexia and other reading difficulties and assessing students' learning needs. We describe the essential components of language and literacy, universal screening, diagnostic assessments, curriculum‐based measurement and eligibility det...

Full description

Saved in:
Bibliographic Details
Published in:Dyslexia (Chichester, England) England), 2024-08, Vol.30 (3), p.e1777-n/a
Main Authors: Kuo, Nai‐Cheng, Wahl, Heather, McKinney, Wendy, Thompson, McKenzie, Roberson, Nicole, Mattison, Thomas, Ray, Megan
Format: Article
Language:English
Subjects:
Achievement tests
Assessments
Child
criterion‐referenced assessment
diagnostic assessment
Diagnostic systems
Diagnostic tests
Dyslexia
Dyslexia - diagnosis
Early literacy
Education, Special
Educational Measurement - standards
Humans
Language Tests - standards
Literacy
norm‐referenced assessment
Phonological processing
Reading
Reading comprehension
Reading difficulties
Skills
Special education
Students
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This article aims to assist practitioners in understanding dyslexia and other reading difficulties and assessing students' learning needs. We describe the essential components of language and literacy, universal screening, diagnostic assessments, curriculum‐based measurement and eligibility determination. We then introduce four diagnostic assessments as examples, including norm‐referenced assessments (i.e. the Comprehensive Test of Phonological Processing second edition and the Woodcock‐Johnson IV Tests of Achievement) and criterion‐referenced assessments (i.e. the Gallistel‐Ellis Test of Coding Skills and the Dynamic Indicators of Basic Early Literacy Skills). Finally, We use a makeup case as a concrete example to illustrate how multiple diagnostic assessments are recorded and how the results can be used to inform intervention and eligibility for special education services.
ISSN:1076-9242
1099-0909
1099-0909
DOI:10.1002/dys.1777